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History Unit 2: Cuban Missile Crisis the Academic Notebook SREB Readiness Courses Transitioning to college and careers Literacy Ready History Unit 2: Cuban Missile Crisis The Academic Notebook Name 1 The Academic Notebook Literacy Ready . History Unit 2 Unit 2 Table of Contents Course Overview ................................................................................................3 Lesson 1: Gateway Activity—The Meaning of Liberty .......................................4 Lesson 2: Primary Document Analysis—Cuban Missile Crisis ........................20 Lesson 3: Taking Notes from a Lecture ...........................................................29 Lesson 4: Annotating a Chapter—Cuban Missile Crisis ..................................39 Lesson 5: Reading Primary Documents ..........................................................46 Lesson 6: Participating in a Socratic Seminar ................................................64 2 The Academic Notebook Literacy Ready . History Unit 2 Course Overview Welcome! This is a unit in history as part of the SREB College Ready Literacy course. What does historical literacy mean? Historical literacy is the ability to read and deter- mine meaning from historical sources whether they are primary, secondary or tertiary sources. In this course, you will take part in several activities to improve your historical literacy. While the content covered in this course is important, a principal purpose is to equip you with the tools necessary to be more successful in college coursework. To that end, the creators of the course have developed this academic notebook. Purposes of the Academic Notebook The academic notebook has two roles in this course. The first role of the notebook is to provide you with a personal space to record your work. The academic notebook is where you should record your thoughts about materials you are reading. For example, if you are hearing a lecture, take notes in this notebook. Use the tools in the notebook to assist you in organizing your notes. The second role of the notebook is that of an assessment tool. Your instructor may periodically collect the notebooks and review your work to insure that you are remaining on task and to assist with any material that is causing difficulty. Your instructor may also assign tasks to be completed in the notebook, such as in-class writing assignments. At the end of this six-week unit, your instructor will review the contents of this notebook as part of your overall grade. Thus, it is important that you work seriously as this notebook becomes the (historical) record of your activity in this course. Essential Questions The following essential questions for the entire six-week unit should be used to guide your thinking when analyzing the materials presented in this class. When taking notes, come back to the questions and consider how the historical sources you are analyzing help to answer these questions. The first question is especially important as it represents the theme of the course. In the back of your mind, in every task you complete, you should consider this question. This is partly how historians work, and it is important for you to realize that up front. Historians, like all scientists, approach a problem and try to hypothesize a solution to the problem. Therefore, historians think thematically as they work through source material, which helps account for why two tertiary sources on the same topic may have two different perspectives on the event being studied. Were the concepts of liberty and equality reflected in US foreign policy? What conflicts existed in conceptions of liberty and freedom by those participating in the Cuban Missile Crisis? Did the concepts of liberty and freedom change over the course of the 1960s as reflected in US foreign policy? If so, how? 3 The Academic Notebook Literacy Ready . History Unit 2 Lesson 1 Gateway Activity— The Meaning of Liberty In this lesson, you will . • Analyze a group of photographs depicting walls in various parts of the country. • Interpret photographs using information about context and source in addition to their content. • Explain how sourcing, contextualization and chronology are aspects of history reading. • Begin to think about the liberty of nations and people other than those in the United States. 4 Gateway Activity—The Meaning of Liberty The Academic Notebook LESSON 1 Literacy Ready . History Unit 2 Activity 1 Preparing for the Task What role do photographs play in helping historians understand events? What do historians have to consider when they look at photographs? Do photographs always represent events accurately? What might historians have to consider when looking at photographs? Write your answers in the space provided. Keep what you wrote in mind as you complete the next activities. You will get a chance to revise your statement at the end of this lesson. 5 Gateway Activity—The Meaning of Liberty The Academic Notebook LESSON 1 Literacy Ready . History Unit 2 Activity 2 Analyze Photographs As you look at the representations of the following “Walls,” answer the questions that follow for each slide. Slide One: Berlin Wall 1. What is your overall impression of the subject matter? What is your background knowledge? 2. What activities are taking place in each quadrant of the photo(s)? 3. What inferences can you make from the photo(s)? 4. Some “walls” bring us together. Some separate us. Some increase our liberty. Some decrease our liberty. What are the roles of photo(s) on this slide? 5. What more do you need to know about this slide? 6 Gateway Activity—The Meaning of Liberty The Academic Notebook LESSON 1 Literacy Ready . History Unit 2 Slide Two: West Bank Barrier 1. What is your overall impression of the subject matter? What is your background knowledge? 2. What activities are taking place in each quadrant of the photo(s)? 3. What inferences can you make from the photo(s)? 4. Some “walls” bring us together. Some separate us. Some increase our liberty. Some decrease our liberty. What are the roles of photo(s) on this slide? 5. What more do you need to know about this slide? 7 Gateway Activity—The Meaning of Liberty The Academic Notebook LESSON 1 Literacy Ready . History Unit 2 Slide Three: Vietnam War Memorial 1. What is your overall impression of the subject matter? What is your background knowledge? 2. What activities are taking place in each quadrant of the photo(s)? 3. What inferences can you make from the photo(s)? 4. Some “walls” bring us together. Some separate us. Some increase our liberty. Some decrease our liberty. What are the roles of photo(s) on this slide? 5. What more do you need to know about this slide? 8 Gateway Activity—The Meaning of Liberty The Academic Notebook LESSON 1 Literacy Ready . History Unit 2 Slide Four: Peace Walls in Northern Ireland 1. What is your overall impression of the subject matter? What is your background knowledge? 2. What activities are taking place in each quadrant of the photo(s)? 3. What inferences can you make from the photo(s)? 4. Some “walls” bring us together. Some separate us. Some increase our liberty. Some decrease our liberty. What are the roles of photo(s) on this slide? 5. What more do you need to know about this slide? 9 Gateway Activity—The Meaning of Liberty The Academic Notebook LESSON 1 Literacy Ready . History Unit 2 Slide Five: US Border Fence between the US and Mexico 1. What is your overall impression of the subject matter? What is your background knowledge? 2. What activities are taking place in each quadrant of the photo(s)? 3. What inferences can you make from the photo(s)? 4. Some “walls” bring us together. Some separate us. Some increase our liberty. Some decrease our liberty. What are the roles of photo(s) on this slide? 5. What more do you need to know about this slide? 10 Gateway Activity—The Meaning of Liberty The Academic Notebook LESSON 1 Literacy Ready . History Unit 2 Slide Six: Quarantine during Cuban Missile Crisis 1. What is your overall impression of the subject matter? What is your background knowledge? 2. What activities are taking place in each quadrant of the photo(s)? 3. What inferences can you make from the photo(s)? 4. Some “walls” bring us together. Some separate us. Some increase our liberty. Some decrease our liberty. What are the roles of photo(s) on this slide? 5. What more do you need to know about this slide? 11 Gateway Activity—The Meaning of Liberty The Academic Notebook LESSON 1 Literacy Ready . History Unit 2 Activity 3 Considering the Context Read about each of these walls. As you do, consider two questions. First, does the context add to your initial impressions? Second, is the site trustworthy or biased? Be prepared to discuss your ideas. 1. Berlin Wall: “On August 13, 1961, the Communist government of the German Democratic Republic (GDR, or East Germany) began to build a barbed wire and concrete “Antifascistischer Schutzwall,” or “antifascist bulwark,” between East and West Berlin. The official purpose of this Berlin Wall was to keep Western “fascists” from entering East Germany and undermining the socialist state, but it primarily served the objective of stemming mass defections from East to West. The Berlin Wall stood until November 9, 1989, when the head of the East German Communist Party announced that citizens of the GDR could cross the border whenever they pleased. That night, ecstatic crowds swarmed the wall. Some crossed freely into West Berlin, while others brought hammers and picks and began to chip away at the wall itself. To this day, the Berlin Wall remains one of the most powerful and enduring symbols of the Cold War.” (Retrieved from History.com at: http://www.history.com/topics/berlin-wall. Also available on this site are video, other pictures, and links to related topics.) 2. West Bank Barrier: This wall was constructed in 2002 after Israel’s evacuation of settlements in the Gaza strip.
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